AOS1 Unit 2 Reading and Comparing Texts Gattaca and 1984 Year 11 Mainstream English

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In AOS1 Unit 2 Reading and Comparing Texts for some students in Year 11 Mainstream English they will compare the film Gattaca directed by Andrew Niccol with the novel Nineteen Eighty Four by George Orwell. Other students may consider studying a comparison of Nineteen Eighty Four with Stasiland by Anna Funder.

In this brief analysis I will concentrate on comparing Gattaca with Nineteen Eighty Four using the 1997 DVD edition of the film directed by Andrew Niccol and the 2011 edition of the book published by Penguin Books.

Brief Framework to Compare Gattaca and Nineteen Eighty Four

Genre

Gattaca = Science fiction genre, thriller along with some film noir elements such as dark lighting, shadows & angled camera shots.  The film has a dystopian view of genoism.

1984 = Dystopian literature & social criticism genre, a fiction novel based on a dystopian futuristic totalitarian state.

Setting/Time

Gattaca = The movie was released in 1997 and has a premise of being set in the not too distant future with film qualities of rockets launching and old black cars with a futuristic sound.

Costumes are neat, distinctively 1950’s, reflecting a uniform society that is bleak and sterile where perfection is desired and imperfection discriminated against.

The Gattaca Aerospace Corporation is where Vincent and Irene work.

1984 = Published in 1949 the novel’s setting is in 1984, 35 years into the future.  Airstrip One, London, in Oceania is a futuristic totalitarian state described in a grim tone in chapter 1 scoured by a ‘vile wind’ (p.3) with run down apartments that lack functioning facilities.

Everywhere was a poster with an “enormous face” and the words “Big Brother is Watching You” (p.3).

Winston Smith works in the Records Department in the Ministry of Truth for the Party whose leader is Big Brother.

Writer’s Meaning

Gattaca = The opening quotations of the film set the scene for the debate of technological advancement versus natural order “Consider God’s handiwork, who can straighten what He hath made crooked” Ecclesiastes 7:13.  Niccol presents the moral and ethical ramifications of genetic engineering in the film.

He exposes an authoritarian regime in power where society is divided into classes with the elite ‘Valids’ being genetically superior race who wield the power and the ‘In-valids’ are the bottom of society, powerless and unable to escape the status cast upon them.

Gattaca is a selfish, egotistical society where worth, relationships and status is decided by DNA and rights of individuals are meaningless concepts.

The most powerful meaning of Niccol is the story of one man’s courage to achieve his dream despite his imperfections.

1984 = In writing 1984 George Orwell’s main goal was to warn of the serious danger totalitarianism poses to society.  He goes to great lengths to demonstrate the terrifying degree of power and control a totalitarian regime can acquire and maintain.  In such regimes, notions of personal rights and freedoms and individual thought are pulverized under the all powerful hand of the government.

Witnessing such regimes in Russia and Spain and the rise of communism, Orwell believed in the potential for rebellion to advance society.

In creating the dysopian society of 1984 Orwell gave the world a glimpse of what embracing a totalitarian system like communism might lead to if allowed to proceed unchecked.

Structure

Gattaca = Gattaca is a film and as such is subjected to a ‘running sheet’ of the action which can be broken into 28 sections: (1) Opening titles, (2) The not too distant future, (3) Ten fingers, ten toes (4) The natural way, (5) The unspoken contest, (6) Discrimination down to a science, (7) The DNA broker, (8) Becoming Jerome, (9) The interview, (10) The Hoovers, (11) Cavendish club, (12) Invalid, (13) The eyelash, (14) Irene’s confession, (15) A close call, (16) Random checkpoint, (17) Blood from the vein, (18) The dance, (19) Who is Vincent?, (20) The morrow, (21) Irene’s warning, (22) The investigator’s visit, (23) An overlooked specimen, (24) the confrontation, (25) The other side, (26) Travelling too, (27) For future reference, (28) Going home.

1984 = The novel is divided into 3 parts and chapters.  Part 1 introduces Winston Smith and describes the oppressive world that he inhabits.

Part 2 depicts Winton’s relationship with Julia and how they take more risks actively seeking to join the Brotherhood to bring down the Party.  This section ends with them being arrested by the Thought Police.

Part 3 shows what happens to Winston as he is tortured by O’Brien inside Room 101 of the Ministry of Love.

The final section shows Winston submitting to the Party after his subsequent torture and thus removing any shred of resistance within him.

The final chapter demonstrates the triumph of the Party over Winston as he sits in the café and declares “He loved Big Brother” (p.342).  Any hope of resistance against the regime is gone.

The Society

Gattaca = The future world of Gattaca, based on the science of genetic discrimination, offers a hostile world for those who believe in a natural birth classifying those individuals “Invalid” owing to the inferior nature of their random birth.

In this futuristic science fiction thriller, Andrew Niccol creates a science dictatorship, whereby human aspiration is repressed in favour of genetic perfection.

Society is strictly divided into the Valids and Invalids where there is an entrenched discrimination caused by genetic engineering.

1984 = The society of 1984 is highly controlled and segmented.  The Inner Party along with the Thought Police maintain control over the Outer Party and Proles by a surveillance system (telescreen) monitoring all citizens at all times.

The Inner Party members have access to all luxury goods and can turn off their telescreens but the Outer Party members and Proles experience scarcity of commodities.

The society is also in a constant state of war with a changing enemy.

Point of View

Gattaca = Born an Invalid Vincent’s struggle, is to fly to Titan, Saturn’s moon as a First Class Navigator working for Gattaca Aerospace Corporation but he must change his identity and borrow the DNA of a Valid to achieve his dream.  Vincent is a determined and courageous protagonist who refuses to accept his limitations.

Is there hope?  Yes, there is hope that Vincent can overcome the system of control, oppression and discrimination.  On his personal and dangerous journey he achieves his dream but also realizes the value of human fraility and imperfections.

Director Andrew Niccol celebrates the power of self-belief to inspire individuals to scale the heights of their dreams.

1984 = Winston hates the reduced circumstances of his life; he is afraid of the Party but takes the risky move of writing in his diary ‘Down with Big Brother’ which is the beginning of his struggle to rebel against the Party.  He questions the existing social and political system and helps readers recognize the negative aspects of the dystopian world through his perspective.

Is there hope?  No, there is no hope for Winston as the Party is in absolute control and remains so.  His efforts are useless and ultimately he is tortured into submission.  His dream that the Proles may provide some hope to overthrow the Party and therefore hope for humanity is eliminated in chapter 7.

The individual cannot overcome discrimination and oppression.  Big Brother is all powerful.

Characters

Gattaca = Vincent Freeman = Protagonist, born genetically inferior as an Invalid with a heart defect, could not keep up with his Valid brother Anton, was set to die at 30.  In order to achieve his dream of becoming a navigator at Gattaca he becomes a ‘borrowed ladder’ and uses a Valid man’s DNA to circumvent the genetic system.

Anton Freeman = born genetically perfect as a Valid he was always praised and admired by his parents and had all the privileges Vincent lacked.  Security Chief at Gattaca in charge of the Mission Director’s murder.  Cannot accept that Vincent could become part of Gattaca.

Jerome Eugene Morrow = born a Valid but tortured by his failure at coming ‘second’ he is confined to a wheelchair after failed suicide, gives his DNA and identity to Vincent, realizes his potential through Vincent.

Irene Cassini = born a Valid but does have a flaw in a weak heart, she is cool and aloof and in control of her emotions until she falls in love with Vincent who challenges her to accept his Invalid secret allowing him to complete his dream.

1984 = Winston Smith = Protagonist, late 30’s, an unhealthy man, a lowly placed worker in the Outer Party.  Is afraid of the consequences of standing up to authority but rebels in a political act that results in his torture and destruction of any resistance to the Party.

Julia = younger than Winston, works in the Ministry of Truth in a mechanical job.  She hates the Party and rebels against it as much as possible and is adept at subverting the restrictions of society.  Becomes Winston’s lover but when tortured betrays him.

O’Brien = a member of the Inner Party, a powerful figure who tricks Winston into believing he is a member of the Brotherhood who are supposed to be dedicated to overthrowing the Party.  However O’Brien reveals himself to be a loyal Party member when he has Winston and Julia arrested.  He has them tortured breaking down any of their resistance against the Party.

Big Brother = is the public face of the Party that watches over the citizens of Oceania from posters and telescreens.  Accompanying the posters is the slogan “Big Brother is Watching You”.  He embodies the surveillance state that monitors every moment of society.

Mr Charrington = owner of the antique shop where Winston buys his diary, coral paperweight and later rents the upstairs room for the liaisons with Julia.  He is actually a member of the Thought Police and was in disguise to inform on Winston.

Control in a Totalitarian State

Gattaca = Surveillance by genetic DNA testing of blood, saliva, urine and cells on all citizens.

Complete data base of DNA genetic blue print of all citizens kept by the Police.  Police strike terror into people when they swoop on the Invalid quarters and in the restaurant when people flee in tear.  People’s liberties are infringed at will with random testing of all people at any time of day or night in the community and in the workplace.

Job interviews are by blood or urine testing.

There is no line drawn against genetic engineering.

Gattaca presents a society where perfection is worshipped and anyone less than that is not acceptable and discriminated against.  Society is divided into a class system of Valids who have opportunities and Invalids who are denied legitimate status as members of society.

Technology and science reign supreme, humanity takes second place and genoism becomes endemic.

1984 = Constant fear by surveillance, manipulation and control through use of telescreens, Thought Police, the slogan ‘Big Brother is Watching You’, informers/spies even children in families to betray signs of illegal thoughts against the Party.

Eradication of words and use of ‘Newspeak’ and ‘Doublethink’ along with propaganda to manipulate language and communication to control individual questioning and thought.

Constant changing of records makes memory impossible and truth is according to what the Party says.  Along with fear of unending war with alleged enemies to create anxiety so no one will attempt to overthrow the system.

Control of emotions and love/loyalty is for Big Brother. During the ‘Two Minutes of Hate’ emotions of hate are then directed to the state designated enemy Goldstein.

Fear of interrogation and torture by the Party in Room 101 is disincentive for citizens to break the law.

Major Themes

Gattaca = Control, oppression & discrimination in a dystopian society, individual versus society, technology versus fate/natural order in search of perfection, courage & heroism determination, morality & ethics, science versus religion, human flaws/imperfections versus genetic engineering, facets of identity, the notion of an imposter and lack of individuality in a world of uniformity.

1984 = Control, oppression and discrimination in a dystopian society, language & communication, language as mind control, philosophical viewpoints, political power, dangers of totalitarianism, warfare, violence, torture, technology, psychological manipulation, physical control, repression, rebellion, control of memory and the past, control of information and history.

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The Secret River by Kate Grenville Analysis for Year 11 English

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For students studying Year 11 Mainstream English, The Secret River by Kate Grenville will be studied under Area of Study 1, Unit 1: Reading and Creating Texts.

All pages numbers referenced in this brief analysis are taken from the 2013 edition of The Secret River by The Text Publishing Company (front cover shown above).

Genre and Historical Setting of The Secret River

The Secret River is a historical fiction novel with the characters’ stories told within the larger context of the social, cultural and political surroundings of the early colonial settlement of NSW from 1806 onwards.

Each of the 3 landscapes in the text traces protagonist William Thornhill’s life from London, Sydney and Thornhill’s Place and the different kinds of conflict that arise.

The narrative is a story of colonisation, identity and the relationships between settlers, the land and the Aborigines – it’s a story of belonging, ownership and ultimately the bloodshed that results when a people is displaced.  In The Secret River, the land represents money and a future for the characters of English descent which contrasts sharply with its meaning for the Indigenous Australian characters.  For the Indigenous Australians the land represents their capacity to survive in the present, their future and their past.

The setting of colonial NSW becomes important to the main characters that are caught up in the historical narrative of the settlement and conflict.  It is from Part 2 ‘Sydney’ to Part 6 ‘The Secret River’ that we witness the most obvious conflict between the Indigenous Australians and the white characters.  It is in this colonial setting of NSW that we see William Thornhill’s inner conflict through the complexities and challenges he faces and the extent to which conflict is all consuming.

Structure of The Secret River

Grenville adopts a traditional realist structure and framework of the narrative which is strictly chronological.  The novel is broadly divided into three main sections: those that deal with the characters’ experiences in London, Sydney and Thornhill’s Point.

Prologue: ‘Strangers’ = William Thornhills first encounter with Indigenous Australians

Part 1: ‘London’ = William and Sally’s earliest life in London

Part 2: ‘Sydney’ = Transportation to Sydney, colonial settlement in NSW 1806

Part 3: ‘A Clearing in the Forest’ = The Thornhills move from Sydney to settle Thornhills Point

Part 4: ‘A Hundred Acres’ = Potential for violent conflict with the Indigenous Australians becomes increasingly prominent as the settlers realise the Aborigines are not leaving the land.

Part 5: ‘Drawing a Line’ = The conflict between the settlers and the Indigenous Australians reaches the point where the Governor issues a proclamation that the settlers should shoot the black natives.

Part 6: ‘The Secret River’ = The incidents of theft and violence between settlers and Indigenous Australians climaxes in the poisoning at Darkey Creek and culminating in the massacre at Blackwood’s place.

Epilogue” ‘Thornhill’s Place’ = The epilogue is set 10 years after the massacre and it is pervaded by a sense of remorse by William Thornhill.

Relationship between Conflicts of Space, Place & Identity

The novel has important conflicts of space, place and identity and the relationship between the three which allows distinct comparisons to be made.  It is also important to note that intrinsic to these ideas is the notion of culture, especially the cross-cultural conflict that Grenville is primarily concerned with.  The division of the novel into these sections is clearly differentiated by location which is an important reminder that place is a significant factor in this text.  The structure of the novel also reminds us of another important theme – the importance of a sense of belonging.

Language and Dialogue of The Secret River

Grenville’s prose is designed to complement the historical setting with her characters adopting some phrases and words from the settings both in England and Australia.  Instead of using quotation marks for dialogue, Grenville uses italics so that her characters speak within the text instead of traditional line breaks.  Some of the terminology that Grenville uses was common to the era and often reminds the reader of the cultural background of the characters.

It is an interesting point with the dialogue that Grenville chooses not to use any Aboriginal languages in The Secret River.  Unlike her other novel The Lieutenant where interactions with Aboriginal characters were given in traditional Indigenous language of the Eora people, The Secret River is spoken through William Thornhill in English.  Therefore the focus is on Thornhill’s point of view and readers have no real access to the understandings and perspective of the Indigenous Australians in this text.

A significant distinguishing factor between the white settlers and the Indigenous Australians is not just in the lack of dialogue for the Aboriginals but their lack of names.  William Thornhill is given his surname as his identity but the Indigenous Australians are named by their appearance “old grey beard” and “the younger one”.  The difference in ways of naming highlights the ignorance of the English characters as well as allowing them to be detached from the characters that they are harming.

The Significance of the Title

The title could mean symbolically a river that has held secrets or aspects of Australia’s history hidden.  It could also refer to undercurrents in personal relationships.  The actual river is the Hawkesbury north of Sydney where Broken Bay hides the entrance and is the ‘secret river’ where William Thornhill finds his land.

Themes, Issues and Ideas in The Secret River

  1. Home and Belonging = are constant themes from Thornhill’s childhood in London to his old age in NSW. The need for a home and a sense of belonging are universal in the text implying that the values of love and personal identity are universal human values.  Through his love for the land Thornhill develops his own identity as “something of a king” (p.314) – a man with a home to which he can belong and in which in turn belongs to him.
  2. Ownership = what defines ownership is a major theme in this novel. It is actually the question of ownership that lies at the bottom of the conflict between the settlers and the Australian natives.  The English believed that by “marking” a piece of property with a crop they made it theirs.  The natives, on the other hand, had free rein of the land for decades before Australia was claimed for England.  They saw the settlers as taking over land that had been theirs for centuries.
  3. Conflict = this theme is developed in a variety of forms as between racial groups, between individuals, within families, between beliefs and actions, between dreams/aspirations and reality and between differing philosophies.
  4. Guilt = Despite all his success, Thornhill began to feel a sense of unforgiving guilt for his treatment of the natives. He is considered the richest man in the area, a dream desired since he was a child in poverty.  Yet his accomplishment came at a cost, for his family and himself.  He no longer spoke to Dick and his relationship with Sal grew apart.  Furthermore, Thornhill’s unresolved conflict with the natives is conveyed through his encounter with Long Jack.  He and Sal offer Jack help with food, clothes and utensils in hope of reconciliation between the two.  Jack slapped his hand on the ground and declared “This me, he said.  My place” (p.329).  In the end Jack ‘‘… never put on the britches or the jacket … the clothes lay out in all weathers decaying into the dirt” (p. 328).  The exaggeration of time interpreted through the words ‘never’ and ‘decaying’ forebodes that the time for reconciliation has yet to come for Thornhill.
  5. Clash of Cultures = the clash of civilizations that began when Captain Cook first stepped foot on the land that become known as Australia. Throughout the novel, Grenville juxtaposes British and Aboriginal understandings of several important social concepts: personal property, clothing, hunting and farming, family relationships, and relationship to the natural environment.  The incomprehension with which each culture regards the other leads to the majority of conflicts in the novel.  The British concepts of private property and settlement, backed up by the guns and might of the Empire, eventually win the battle between the two civilizations.
  6. Aboriginal Culture = Grenville presents Aboriginal culture as a lost idyll. Although the novel focuses on William’s journey from the gutters of London to Australian gentry, Grenville places almost equal weight on the Aborigines and their way of life.  She is careful to refute the label of savage that the settlers give to the Aborigines.  Grenville conveys the richness of their culture and their deep attachment to the land.  She contrasts the over-consumption of Western civilization with the Aborigines’ understanding of the delicate balance of nature.  Grenville suggests that the white settlers could have learned much from the Aborigines and, by extension, that the modern world with its disregard for the natural environment should open its eyes to the wisdom of native peoples.
  7. Social Hierarchy = the theme of social hierarchy and its levels of power runs throughout the novel. Beginning with William’s first visit to Christ Church through to the placement of the stone lions on the gateposts of Thorhnhill’s Point, Grenville explores the impact of social ranking on individual development.  The humiliation that William experiences as a waterman in London marks his character for life and informs the choices he makes throughout the novel.  He craves the thrill of wielding power over another person.  For William and the other settlers (the majority of whom are convicts), their status as white men gives them permission to look down on other human beings (the Aborigines), for the first time in their lives.  Their treatment of the Aborigines is informed by their understanding of how one should treat a racial and social inferior.
  8. Self Creation = the story of modern Australia is essentially a story of self-creation. The convicts sent from England were given the chance to receive a full pardon and start their lives over.  The Secret River tells the story of William Thornhill one of those first settlers who arrived in New South Wales as a convict and an outcast and who eventually carved out a place for himself in Australia’s incipient ruling class.  The structure of the novel reflects the importance of this theme.  Grenville opens the novel not with William’s youth in London but with his first night in New South Wales. She ends the novel with William sitting on the veranda of his grand house, Cobham Hall.  He has re-written the story of his life both physically and metaphorically.
  9. The British Class System = The Secret River examines how the harsh British class system of the 18th and 19th centuries condemned people like William to a life of crime. Grenville exposes the harsh choices that people of William’s class faced in order to survive.  It was not a question of good or bad but of starvation or theft.  In her chronicle of William’s life in London, Grenville wants the reader to understand that the convicts who first settled modern Australia were not bad, just desperate.  Australia has chaffed under its moniker as a land of convicts since its inception.  Grenville’s empathetic account of William’s life represents an attempt to embrace Australia’s convict past and give it a human face.
  10. The Disorientation of the Immigrant = through the character of Sal, Grenville explores the disorientating experience of the immigrant. While she works hard and rarely complains, Sal has a difficult time settling in to their new life in Australia.  The very trees with their greyish leaves tell her she is no longer at home.  Sal feels the wild continent pressing in on her from all sides, and she misses the smells and sounds of London.  While William thrives in the new land, Sal finds it harder to adjust because she did not suffer the same level of humiliation as William.  Sal clings on to her memories of Britain, recreating her life in London as much as possible.  Grenville uses Sal to explore the persistence of British culture in Australia and the lingering concept that Britain was ‘Home’.
  11. Fate vs Free Will = at first the poor life in London disempowers Thornwill but as he gets older he sees things happen to him independently of his choices. Ending up in NSW he tends to base his behaviour more on the idea of fate.
  12. Alternate Path of Australia’s Development = Grenville sets up two paths to the development of Australia, embodied in the characters of Smasher Sullivan and Thomas Blackwood.  Smasher Sullivan represents the path of racial, social, and physical domination of the Aborigines that the British did follow in their colonization of Australia.  Thomas Blackwood, on the other hand, represents the choice of peaceful co-existence that was originally available to the British colonists if they had not been blinded by racial prejudice and greed.  Grenville gives the reader a glimpse of the possible development of future generations of Australians through the character of Dick Thornhill.

‘Guilt’ in Grenville’s Trilogy

Grenville’s The Secret River (in 2005) was the first in a trilogy: it was followed by The Lieutenant (in 2008), and Sarah Thornhill (in 2011).  The theme of all three novels is guilt—the guilt of white Australia at its treatment of Aboriginal people.  Guilt poisons William Thornhill’s life, and that of his daughter, Sarah Thornhill.  In The Lieutenant, Daniel Rooke, based on the historical William Dawes, avoids guilt only by disavowing (to his face) the governor’s orders to capture and kill six of the local Cadigal people.

The Message of The Secret River – It’s Relevance in Australia Today

On first reading the text focus of The Secret River is its exploration of the conflict between convict William Thornhill and the local Dharug people – whose land he tries to settle on.  But on closer examination it seeks to make a deeper point, about the relationship of Australians to the past – in this case to the Aboriginal people who were here so long before us.  The climactic event of The Secret River, a massacre of Aborigines on the Hawkesbury River that, in the book’s chronology, is placed at some point around 1814, is intended to place readers in the reality of a situation that we know happened in many places in Australia’s early history.

Actress Ningali Lawford-Wolf explained that “This country has a black history and how they came to be here was through massacres”.  Director Neil Armfield of The Sydney Theatre Company said that the tale of racial divides are, in many ways, still present today.  “That’s the contradictory reality that we’re still living, that actually all First Nation people are dealing with – that there are two different notions of possession” Mr Armfield said.  Trevor Jamieson, a renowned Aboriginal actor, explained there are vivid similarities between past issues and those bubbling today.  Adapting the text for the stage as a play, writer Andrew Bovell, said “I don’t think we can understand who we are as a people, unless we understand who we were”.

Comparisons with The Secret River and Joseph Conrad’s Heart of Darkness

It seems obvious that Grenville drew heavily on Joseph Conrad’s Heart of Darkness when she developed her protagonist William Thornhill in The Secret River.  In Heart of Darkness, protagonist Marlow acts as an impartial observer of the effects of the ivory trade in Africa.  His journey into the heart of Africa reflects his symbolic discover of his own self and human nature.  In effect Marlow sees the ‘heart of darkness’ (greed and evil) found in all men and suppresses this urge but others like Kurtz succumb to them.

When Marlow discovers Kurtz he has become so ruthless and greedy that even the other managers are shocked.  He refers to the ivory as his own and sets himself up as a primitive god to the natives.  He has written a seventeen-page document on the suppression of savage customs, to be disseminated in Europe, but his supposed desire to “civilize” the natives is strikingly contradicted by his postscript, “Exterminate all the brutes!”  Marlow is careful to tell his listeners that there was something wrong with Kurtz, some flaw in his character that made him go insane in the isolation of the Inner Station.  But the obvious implication of Marlow’s story is that the humanitarian ideals and sentiments justifying imperialism are empty, and are merely rationalizations for exploitation and extortion.

Similarly, in The Secret River, William Thornhill battles with his own conscience when facing challenges to decide on the ‘right’ course of action.  When faced with the poisoning of an entire camp of Aboriginal people at Darkey Creek culminating in the massacre of the Aborigines at Blackwood’s place, William weighs up his own safety and Sal’s happiness against his dislike for Smasher and his methods.

At the end of the novel William still feels regret at his involvement in the massacre so that readers gain the feeling that there is no satisfactory and lasting resolution to the conflict.  In this last section of the novel titled ‘Thornhill’s Place’ it is bitterly ironic as no amount of clearing, building, fencing, planting and killing of Aborigines will ever see Thornhill at peace with his surroundings.  Sitting on the bench at Cobham Hall where he could overlook all his wealth Thornhill felt that “… should have been the reward.  He could not understand why it did not feel like triumph” (p.334).

Both Texts Question “Who owns what?”

Both authors, Grenville and Conrad, highlight the controversy between the imperialistic attitudes of the English towards the natives in terms of possession of land with the same question “Who owns what?”  In Heart of Darkness British colonists saw no reason not to take land and resources in Africa that had not been claimed by either public or private ownership.  In The Secret River the white settlers were quite clear on the concept of “who owned what” in NSW: “There were no signs that the blacks felt the place belonged to them.  They had no fences that said this is mine.  No house that said, this is our home.  There were no fields or flocks that said, we have put the labour of our hands into this place” (p.93).  It was only Blackwood, a man of compromise who warned Thornhill against ‘taking up’ the land he obviously coveted.  Living in apparent harmony with the Aborigines, Blackwood advised Thornhill from the outset “When you take a little, bear in mind you got to give a little” (p.169).

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Tips on Oral Presentations for English Years 9-12

 JFK Giving Speech

A few tips on writing your speech:

  • Have a CAPTIVATING introduction sentence; use a short, clear and powerful sentence. You can even ask a rhetorical question of your audience to make them think right at the start.
  • RELATE to your audience so that it keeps them interested so they actually WANT to listen.
  • If you are taking on a persona, firstly study and UNDERSTAND your character. (A persona is how you present your speech, ie. in a friendly voice, a business type strictly formal speech or using lots of colloquial phrases).
  • Don’t forget your persuasive techniques. Use repetition and rhetorical questions, emotive language and inclusive language.
  • Remember that you are writing a SPEECH, not an essay. Instill your oral with emotion, varied tone and sentence lengths.

A few tips on your performance:

Memorise your speech

Always remember that practice makes perfect. Practice as much as possible; in front of anyone and everyone including yourself (use a mirror). Keep practicing until you can recite it.

As for cue cards, use dot points. Don’t just copy and paste whole sentences onto cue cards or else you’ll rely on them too much. Not to mention that it’ll be hard finding out where you are in the middle of your speech. Use “trigger words” so that if you forget your next point, you have something there.

Use your Powerpoint presentation to best advantage. Keep the images relevant to your speech. Have the images not too “busy” so that the audience are looking attentively at the screen and forget to listen to your speech. Make sure the presentation is on mouse click to the next slide or timed so you don’t have to fiddle around with the computer, but remember to keep talking.

But most importantly, if you mess up, keep going. Even if you screw up a word or suddenly forget your next point, just take a breath, correct yourself, and keep going. Do not giggle. If your friends make you laugh, don’t look at them.

Control your voice

Do not be monotone. Give it some energy; be pumped but not “I-just-downed-5-cans-of-Red Bull” pumped. Give it as much energy as it is appropriate for your speech. As you transition through various intense emotions such as anger, happiness and shock, your performance should reflect it. This is achieved in both your tone and your body language (moving around, not jumping around as that will distract from what you are trying to say).

Speak as if you believe in your contention – with passion. If you sound confident, then your audience will think, ‘wow, they sure know what they’re talking about’. Remember, confidence is the key.

Don’t rush through your speech and speak at a million kilometers an hour – or even worse; skipping half of your speech because you just want to get the hell out of there. Also, speak so that the teacher can actually hear you. More likely than not, they’ll be sitting somewhere near the back of the room. Don’t be “too quiet” master the art/power of projecting your voice. It actually does make a huge difference.

Be aware of your actions

Don’t just stand like a statue in one spot. Think about real life – do you know anyone that stands completely and utterly still when talking to you? Make sure you look around the room; you’re addressing everyone, not just one person. Don’t stare at your teacher; it freaks them out. You don’t even have to look at a specific place. Start off looking at the back wall… then as you go through the speech, naturally turn from one back corner of the room to the other. Also, try not to look down because it will make you mumble and be hard to understand or hear. Don’t try to look at your cue cards while they’re right up next to your body. Move it out when you need to have a GLANCE at them then go back to the audience.

Always make sure that you face the audience.

Use some natural hand gestures they don’t hurt either!

Take some long, deep breaths before you go on and tell yourself that you can do it!

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How to Effectively Annotate Texts

 Image result for pictures of writing booksWhy Annotate Your Texts in Studying English?

Annotating texts is a powerful step in getting to know your text and optimizing your essay responses. Keep in mind as a reader and annotator 2 important questions:

  1. “What is the author saying?
  2. How are they constructing their meaning/values in their text?”

Listed below are some helpful tips in learning how to annotate:

A Definition: To annotate means to add notes to a text where you provide extra comments or explanations (usually in the margins of the book).

Break up the text by using post flags to distinguish sections or chapters

Some texts are large and sections or chapters are not easy to recognise but a good way to identify the sections is to use post flags to break up the text. This will make scanning the book much easier later when you are searching for a specific passage for an essay.

Think of your text as a colouring book

One way is to use different coloured highlighters for different themes. Think of it as creating a trail for you to follow throughout the book. If you don’t like using highlighters, another simple way is to use coloured post flags to highlight certain pages where you can underline the themes with explanations at the top of the page.

Circle new vocabulary

Look it up and then write their definitions next to the word. Using higher level metalanguage in your essays is going to help to gain better marks.

Write notes in the margins or at the top of pages

Here you can summarise the chapters at the top of the page and then other significant points of a passage as you read through the text.

What are the best items to annotate?

  • Character descriptions & dialogues significant to the plot/character development
  • Historical, cultural, social and natural contexts relevant to understanding the text
  • Structure of the text, narrative voice/viewpoint, implications for the plot & characters
  • Themes, motifs & symbols that are connected to characters & plot and how these represent ideas or concepts that show the author’s values and meaning
  • Literary devices such as metaphors, similes and foreshadowing that show how the author constructs meaning and structure of the text
  • Plot changes, major events and how they affect characters and meaning of the text

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Lantana the Film: A Brief Synopsis

Lantana Movie - DVD (Australia) front image (front cover)

For Students in Year 11 English Studying the Film Lantana

Lantana is a 2001 film Produced by Jan Chapman and Directed by Ray Lawrence with the screenplay written by Andrew Bovell, which was adapted from his stage play Speaking in Tongues performed in 1996. Like novels and short stories, films can recount a fictional narrative using characters, events and settings. To study Lantana for Year 11 English it is advisable to view the movie in full at least twice so you can look carefully at:

  1. key scenes
  2. the opening and closing scenes
  3. the introduction of main characters
  4. turning points
  5. crisis points and
  6. the film’s climax

Look at the Film Style

Besides your focus on what actually happens in the film it is a good idea to notice the look and feel of the film in its style. Pay particular attention to the visual images of lightness and darkness. In a close analysis of the film style look at:

  1. Cinematography = shots in the film set up under instruction from the director to show various camera angles to create different effects = extreme close ups, close ups, medium shots, long shots, aerial shots, tilt down shots, tilt up shots and zoom shots
  2. Mise en scene = Literally means ‘staging the action’ referring to the visual elements within the frame of a shot ie. acting style, setting, costumes and lighting
  3. Sounds = Everything we hear in the film ie. music, dialogue, sound effects, voice-overs, for instance like the frequent sound of cicadas

It is important to identify the key elements of film style and how they work together to create an overall impact on the audience and how they tell a compelling story.

For Example Look Carefully at the Cinematography / Mise en Scene / Sounds in Scene 1 of Lantana which Sets up the ‘Mindscape of Terror’

The names of the key players are superimposed over a backdrop of Lantana, thick, tangled and in blossom. While the plant portends danger, it is also attributed criminal responsibility, both as the scene of Valerie’s death and through a play of alignment with Jane.

This opening shot of the Lantana is accompanied by the din of cicadas, which is a very familiar Australian setting, while visually thrusting us towards a deep, dark void. It evokes memories of the humid heat in which cicadas flourish and become noisy, and the rich sticky smells of plants in that climate. The frenzied chirping of cicadas and other creatures is used at an extremely high volume for effect on this occasion.

This unease and remembered discomfort is then rekindled throughout the film by the regular inclusion of the plant at the edges of sets, at the front of establishing shots, or as the scene of dramatic action. This is an archetypal beginning to a cinematic thriller, prefacing the narrative with the crime at its centre.

The camera slowly pans over the bloodied, bruised body of a woman wearing a wedding ring. The movement of the opening shot is significant, replaying an Australian cinematic convention in which the landscape appears to draw its victims into its depths or barren expanses. It is a tracking shot presented from the victim-character’s point-of-view and seems to follow the desire of that character into mysterious manifestations of landscape.

The camera then cuts away to Scene 2 with Leon and Jane engaging in urgent, impersonal sex. Death and sex are continuously juxtaposed in this manner, giving rise to a feeling of quiet desperation lurking within our everyday lives.

What is Lantana About in a Nutshell?

At first glance, Lantana looks like a murder mystery thriller, an essay in love or a darkly playful assertion of the role of coincidence and chance in our lives. In the opening scene, the camera delves into the undergrowth until it comes upon the dead body of a woman. We don’t know who she is or what happened to her, but it soon becomes apparent that this disturbing initial image is a premonition. One of three women, we begin to suspect; will end up dead in those bushes. Will it be Sonja Zat (Kerry Armstrong), the frustrated wife of an ill-tempered Sydney Police Detective? Dr Valerie Somers (Barbara Hershey), Sonja’s therapist, whose own marriage has been damaged by the murder of her young daughter Eleanor several years earlier? Or Jane O’May (Rachael Blake), who is having an affair with Sonja’s husband? The three seem to be more or less the same height and physical type, and each of them is shown wearing sheer black hose like those we have noticed on the dead woman. Which one is it and why?

These questions will generate plenty of dread and suspense before the answers become clear, but the real mystery of Lantana lies elsewhere. Although its short scenes are tense with danger and implication, and a barely suppressed violence courses through even the most casual snatches of dialogue, the film is not a whodunit or a thriller. The real danger, the real mystery, lies squarely in front of us, in the hurt and puzzlement of daily life. In fact the film takes a view of life in a modern city that is rigorously bleak without being entirely hopeless.

In pretending to be something like a detective story and then refusing the reassuringly balanced equations that the genre offers, Lantana manages to hold complexity and coherence in balance. It is a movie, primarily, about the paradoxes of contemporary marriage, in particular about the ways the most intimate relations engender — and indeed are based upon — secrecy and deceit. A corollary paradox is that honesty is only possible between strangers.

Such pessimism is neither glib nor easy, and the film does not entirely rule out the possibility of love or forgiveness. Nor do the filmmakers — or the actors — entirely overlook the comedy that selfishness, stupidity or desperation can be. All the characters are bundles of flaws and unclear needs, and they blindly collide with one another, setting off sparks of calamity and, occasionally, a glow of recognition.

The Characters are Linked by Proximity and Chance

The characters are linked by proximity and chance, knots in an invisible, shifting web in which work, family and social life intersect:

  1. The central figure is Detective Sergeant Leon Zat (Anthony LaPaglia), Sonja’s husband, who seems capable of only two emotions: morose self-pity and volcanic rage. Leon is a mass of contradictions; he loves his wife and family but is playing around with Jane. Mr. LaPaglia, with his dour presence, is able to suggest a range of feeling that has been drained from Leon by the onset of middle age. Leon carries disappointment around within him like the extra pounds he tries to jog away. His affair with Jane — ”a one-night stand that happened to last two nights” as he brutally puts it — is a desperate attempt to jolt himself into feeling. Sonja’s therapy sessions, which Leon doesn’t know about, serve an analogous purpose: they offer a chance to explore with a stranger the feelings she can’t voice at home.
  2. Sonja Zat is the linchpin that holds the Zat family together as a supportive wife and loving mother of her two sons.       While Sonja has concerns about her marriage she is willing to proactively seek advice from Dr Valerie Somers and enough commitment to try to work through the issues that trouble her. When Leon admits to his infidelity, Sonja forgives him which is testimony to her love.
  3. Dr Valerie Somers, for her part, becomes convinced that another of her patients, a young gay man named Patrick Phelan (Peter Phelps), is having an affair with her husband, John Knox (Geoffrey Rush). There is something superstitious about this idea, which Leon will later latch on to and something seductive as well. Even as she torments herself with the idea of John’s secret sexuality, the thought of him and Patrick together offers an explanation for their domestic misery as neat as the solution to a detective story.
  4. John Knox is Valerie’s husband, a professional academic, Professor of Law. He is a private and reserved man whose response to their daughter Eleanor’s death is diametrically at odds with his wife. He privately grieves his daughter by leaving flowers at the site of her murder. John resents Valerie’s emotional dependence and resists intimacy with her.       By admitting to being home on the night that Valerie went missing it shows the audience he is an equally flawed individual like the other characters in the film. He does love Valerie but admits that “sometimes love isn’t enough” (Scene 72).
  5. Jane O’May is in direct contrast to Sonja.       As the ‘other woman’ in the affair with Leon Jane does not invite our sympathy but we realise she is lonely and vulnerable. She is deliberately looking for new romantic options and joins the Latin dance class as a way to meet people. Jane is driven by disappointment as her marriage has not proved satisfactory, nor is her single status offering the opportunities she had hoped for. She envies Nik and Paula’s relationship and often looks out the window at the comings and goings of the house next door. The final image of her dancing by herself, cigarette in one hand and drink in the other, is testament to what Paula says to her “Haven’t you got anything better to do than spy on your neighbours?” (Scene 56).       The simple answer appears to be no.
  6. Pete O’May is separated from his wife Jane but he struggles with his life without her. The marital break is not of his choosing and he hopes for reconciliation but he is unwilling or unable to move on. Even when Jane asks him for help to mind the neighbours’ children late at night, Pete helps willingly, only to eventually drive away from his home a lonely figure.
  7. Paula D’Amato is a hard-working mother of three young children. Her life is not easy juggling extra shifts at the hospital to cope with her husband Nik being unemployed. Regardless of her considerable responsibility as the family breadwinner she is a contented woman, sustained by her own inner strength and a secure, loving relationship. She loves Nik unconditionally and is prepared to trust him without question. When Nik is a suspect in Valerie’s disappearance, Paula knows Nik had done nothing wrong, simply because ‘he told me’ (Scene 87), which sums up her absolute faith in her husband.
  8. Nik D’Amato is a good-natured, easy going man who loves his wife Paula and family. He is a committed family man who looks after the baby and continues job hunting while Paula works. When he is apprehended by the Police regarding Valerie’s disappearance he calls out for Paul as he needs the reassurance of her love and strength. His generosity gets him into trouble when he stops to give Valerie a lift.       Unfortunately for Nik when Valerie runs frantically into the bush he simply leaves her then disposes of her shoe. Once news of Valerie’s disappearance hits the news, Nik realises he is trapped and asks “Who was going to believe me?” (Scene 85).
  9. Claudia Weis is Leon’s Detective partner in the Police and as a result of their close working relationship, she understands him well. Claudia does not always approve of what she observes and does not hesitate to tell Leon so. She is equally blunt with regard to the marital hole Leon is digging for himself and although she covers for him about his relationship with Jane, she admires Sonja and resents being drawn into any deception.
  10. Patrick Phelan is a client of Valerie’s. He continually tests Valerie’s professionalism as a psychiatrist which in turn threatens her by his provocative manner. As Valerie is emotionally vulnerable she entertains the bizarre, and totally unfounded, suspicion that Patrick is having an affair with her husband John. Patrick sees love as “a contest” (Scene 26) with winners and losers. In the end his married lover goes back to his own family, leaving Patrick alone again.

Structure of Lantana

Certainly Valerie’s disappearance is the catalyst that drives the story line. Andrew Bovell said that “It is like a stone dropped into a still pond, the ripples circling out and affecting all that they touch”. The text commences with reference to her death and then goes back to explore the sequence of events that led to the accident so that the film creeps up on you and you find yourself haunted. However, the plot is also character-driven with a number of interacting narrative threads:

  1. Sonja and Leon’s marital dilemma
  2. Leon’s relationship with Jane
  3. Jane’s estrangement from Pete
  4. Eleanor’s murder and its impact on Valerie and John
  5. The Police investigation into Valerie’s disappearance
  6. Nik’s complicity in the case and its effect on his relationship with Paula
  7. Claudia and her mystery man’s blossoming rapport
  8. Patrick’s affair with his married lover and the way this impacts on Valerie

Significance of the Lantana Bush as a Motif in the Film

Lantana is a noxious weed that has small colourful blooms that hides dense, thorny undergrowth which intertwines itself with other plants and eventually smothers them. The bush is a symbolic motif of the tangled relationships the movie explores — marriage, chance acquaintanceship, the prickly bond between therapist and patient — is clear enough. The movie, accordingly, finds traps and snares beneath the most benign and ordinary interactions as writer Andrew Bovell uses the plant to represent the intertwined relationships in the film. Although the Lantana bush looks beautiful with its brightly-coloured flowers, in reality, it is dense and spiky and this represents how the relationships all look fine on the surface but really there are many factors that contribute to their failings. The epigraph promoting the drama says “It’s tangled”. The Lantana motif also represents the complexity of love itself, its possibilities, its permutations and its dense emotional threads.

Throughout the film the image of Lantana keeps reasserting itself. A common thread is the way in which Lantana hides secrets:

  1. The mystery of the woman’s body at the beginning
  2. The children’s game of hide and seek
  3. Valerie’s shoe
  4. Jane hides from Nik in the thick undergrowth
  5. Eventually when the mystery is resolved, the Lantana yields up its secrets in the form of the body of Valerie

Other Motifs and Meanings in Lantana

Lantana explores the ideals of trust, respect, truth and reality, honesty, love and loyalty, love and marriage, betrayal, yearning and loss through the lens of the many characters in the film. Even characters that are not obviously deceitful are forced into lies or half-truths. Nik lies to Pete about Jane, Claudia covers for Leon’s infidelity, Leon’s son lies to his mother about Leon’s message when he says “He’s sorry, he loves you and he wants you to stop being angry with him”. The film is deliberately constructed to help the audience draw out as much meaning as possible.

  1. Jogging / Running = Jogging or running appears at several key moments in the film. It is often symbolic of a character’s struggle for freedom or escape. Early in the film Leon is seen running, ostensibly to improve his fitness, or may be to impress his new lover. In a very real way he is running from his life and responsibilities, a run that is cut short by the sharp pains in his chest. Even when he is trying to set himself free he is constricted by tightness in his chest, as though his depression has a grip on him. Leon’s collision with another jogger is another reminder of the damage that he is doing to those around him on his quest for personal fulfillment.
  2. Dancing = Dancing appears in the film on many occasions:
  • The Latin dancing classes that Jane, Leon and Sonja attend
  • The Latin Dance Club that Sonja goes to
  • Jane and Sonja dancing together
  • Jane dancing by herself at the end
  • Leon and Sonja dancing together at the end of the film

In many ways dancing stands in for the lack of intimacy in the character’s lives. Sonja seeks the passion that no longer exists in her marriage but in the end Leon is able to rediscover his passion for Sonja and they dance together. Jane is also searching for passion and romance (something that was missing from her marriage). Dancing alone at the end of the film we are aware that Jane is yet to find fulfillment.

  1. Windows = Windows are used throughout the film to signify distance and separation. Jane is constantly watching her neighbours’ ‘happy’ lives unfold through her window but she is not able to participate in this which is an emotional barrier being signified by an actual one. Claudia’s mystery man is seen through the windows of the restaurant highlighting their separation. Then compare this to the end when they meet in the restaurant without any barrier. Valerie and John are kept from their absent daughter by the window at the bookstore but forced to look on and unable to reach her. Patrick is removed from his lover as he looks through the window onto his ‘happy life’ but it is the unattainable he can see but not touch much like Jane. Leon must walk through the windowed door to reach out to Sonja to finalise reconciliation.
  2. Jewellery / Clothing = Jewellery and clothing serve as reminders of things lost in Lantana, drawing out emotion from the characters. Jane’s earring is the first notable personal item, a memento of her past life with her husband Pete, the loss of it during a romantic tryst with another man gives an insight to the audience of the complicated nature of these characters’ lives. Pete also lingers over the pearl earrings when he revisits their home when Jane is out. Both Jane and Valerie’s wedding rings are highlighted at points during the film. Jane discusses cutting hers off as it is on too tight which represents her being unable to extricate herself from her marriage. The marriage has become a burden, a blight and something that needs to be surgically removed, like a cancerous growth. Valerie’s show is the only physical indication of her disappearance, a symbol of Nik’s guilty conscience and later a symbol for Jane’s suspicion as it dominates the sitting room when the Police visit to interview her.
  3. Meals / Eating = Characters very rarely sit together to eat a meal adding significance to the times that they do during the film. They are often times when the characters are able to be open and honest with one another or at least more so than at other times. The breakfast scene with Leon and his family at the start of the film paints him in a sympathetic light, placed at the nucleus of his family home, it would appear to be a moment or normality which is directly juxtaposed with his violence in apprehending a criminal in the next scene. Claudia dining alone at a booth with room for two seems to be waiting, searching for something meaningful to share her life and dinner with. The act of eating together takes on a symbolic value of family connectedness. This idea is further explored in the scene with Patrick’s lover who is sharing a meal with his family while Patrick looks on, isolated and alone.
  4. Cars = Of all the forms of transport, cars are the most isolated and separate from the outside world. Many of the film’s characters travel through the world cocooned inside their cars, disconnected from the world around them, often travelling at night, through the darkness, unable to see what is passing them by. Valerie is forever suggesting to John that they share a car, endeavouring to overcome the distance between them, her suggestions are mostly rebuffed, John preferring to make his own way through the darkness of their lives, he is already disconnected from her. The failure of Valerie’s car, it’s breakdown echoes her own personal, psychological breakdown, she is both literally and figuratively left scrambling around in the dark looking for the way to get ‘back home’. Leon’s final breakdown occurs in his car, it is a personal space where he is protected from the outside world yet he cannot protect himself from his own mistakes and problems, they are locked in with him, his isolation forcing him to face then finally. By getting into someone else’s car (the Latin dance teacher) Sonja is making a connection with another person, a connection which she is essentially uncomfortable with. Nik’s car becomes central to the narrative, it is always on the street / on display / being tinkered with, improved, much like Nik himself his car has nothing to hide. Nik’s car also becomes central to Valerie’s disappearance when he picks her up on a deserted back road.
  5. Recordings / Tapes = The inability of many of the characters in Lantana to communicate directly is emphasized by the use of recordings and tapes to convey important messages. Valerie and Sonja are unable to voice their concerns to their partners but are able to divulge their personal information through the medium of tape. Another symbol of the disconnection between the characters, the tapes serve to bring truth into otherwise confused and secretive situations.
  6. Trust / Deception = Characters in Lantana have an uneasy relationship with the concept of Trust. Sonja and Patrick place trust in Valerie to help them deal with their personal issues as a professional, yet in some way this trust is broken when she disappears. The issues that they come to see her about are to do with whether or not they can trust their partners. Valerie, despite counseling others on the issue, seems to be unable to form a bond of trust with anyone. She assumes her husband is having an affair, she assumes that Nik has an ulterior motive for taking her off the main road. Nik and Paula seem to be the only characters in the film whose relationship is based on trust. Paula’s assertion that Nik didn’t kill Valerie “because he told me” is a damning indictment on the other character’s inability to trust each other.
  7. Grief / Malaise = Both grief and death and grief in relationships are represented in Lantana. Valerie and John’s daughter, Eleanor was murdered several years before, and their marriage has disintegrated as a result of their lack of communication. Valerie has written a book on grief and lectures both publicly and to her patients, but is unable to communicate with her husband. Sonja is grieving for her lost marriage and the distance that has arisen between herself and Leon. Leon’s response to the death of his relationship is more of a malaise, an inability to feel, which drives him towards self destructive behavior and infidelity.
  8. Love / Yearning / Betrayal = Sonja states, in a session with Valerie, that she loves her husband, despite her belief that he is having an affair. For Sonja the pain would not be the affair but the silence that surrounds the affair. Jane has left her husband because she has “fallen out of love with him”. Paula and Nik appear able to weather anything that is thrown at them because they love each other unconditionally. Leon is still in love with his wife but is unable to express this to her until the end of the film. John feels betrayed by Valerie and her public outpouring of grief, his love for her is quiet and painful but very much existent. Patrick is caught out by love, a love that is doomed to end in emotional pain due to the circumstances of his partner.

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The Prologue in Romeo and Juliet

Image result for pictures of romeo and juliet

The Significance of the Chorus in the Prologue

The Chorus was played by a single actor, whose purpose was to explain and comment on the action of the play.  He is not a character and has no personality.

This opening speech by the Chorus serves as an introduction to Romeo and Juliet.  We are provided with information about where the play takes place, and given some background information about its principal characters.

He simply tells us that we are now in Verona, and that this is a city divided by civil war between 2 noble families.  Their quarrel is an old one, an ‘ancient grudge’.  We never learn its cause, it seems to have become a habit for the Capulets and Montagues to hate each other.  However, if we cannot know the cause of the quarrel, we can be warned of its cure.

The words of the Chorus would be used by Shakespeare to silence the audience and settle them into an appropriate mood for the first scene.

Sonnet = a 14 line poem

Line #

Sonnet Prologue

Explanation

1 Two households, both alike in dignity, 2 families of nobility ie. same social status
2 In fair Verona, where we lay our scene, Where the play is set in Verona
3 From ancient grudge break to new mutiny, Old violent quarrel that has been long   standing
4 Where civil blood makes civil hands unclean. Civil meaning belonging to fellow citizens where the conflict has been bloody
5 From forth the fatal loins of these two foes Bred from deadly vital organs of both   parents
6 A pair of star-cross’d lovers take their life; Ill-fated lovers appear from these 2   quarrelling families
7 Whose misadventured piteous overthrows Unfortunate disasters are mended by the 2 lovers
8 Do with their death bury their parents’ strife. Their respective children’s death brings each family together
9 The fearful passage of their death-mark’d love, The course of the lovers love for each other is doomed to death
10 And the continuance of their parents’ rage, The parents are enraged at the deaths
11 Which, but their children’s end, nought could remove, But only the deaths of their children can stop the conflict and strife of the families
12 Is now the two hours’ traffic of our stage; The business lasting 2 hours
13 The which if you with patient ears attend, The audience must watch with expectation
14 What here shall miss, our toil shall strive to mend. To fulfil the prophecy of this Prologue as Romeo & Juliet will certainly die

 The Obvious Function of the Prologue

The obvious function of the Prologue as introduction to the Verona of Romeo and Juliet can obscure its deeper, more important function.  The Prologue does not merely set the scene of Romeo and Juliet, it tells the audience exactly what is going to happen in the play. The structure of the play itself is the fate from which Romeo and Juliet cannot escape.

“Star-crossed Lovers”

The Prologue refers to an ill-fated couple with its use of the word “star-crossed,” which means, literally, against the stars.  Stars were thought to control people’s destinies.  But the Prologue itself creates this sense of fate by providing the audience with the knowledge that Romeo and Juliet will die even before the play has begun.  The audience therefore watches the play with the expectation that it must fulfill the terms set in the Prologue.

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Every Man in this Village is a Liar by Megan Stack

           

What is Every Man in This Village Is a Liar about?

A few weeks after the planes crashed into the World Trade Centre on 9/11, journalist Megan Stack, a 25-year-old national correspondent for the Los Angeles Times, was thrust into Afghanistan and Pakistan, dodging gunmen and prodding warlords for information.  From there, she travelled to war-ravaged Iraq and Lebanon and to other countries scarred by violence, including Israel, Egypt, Libya, and Yemen, witnessing the changes that swept the Muslim world, and striving to tell its stories.

Every Man in This Village Is a Liar is Megan Stack’s unique and breathtaking account of what she saw in the combat zones and beyond.  It is her memoir about the wars of the 21st century.  She relates her initial wild excitement and her slow disillusionment as the cost of violence outweighs the elusive promise of freedom and democracy.  She reports from under bombardment in Lebanon; documents the growth of unusual friendships; records the raw pain of suicide bombings in Israel and Iraq; and, one by one, marks the deaths and disappearances of those she interviews.

The Prologue in Every Man in this Village is a Liar

The Prologue is Megan’s way of looking back on 10 years of killing and dying.  She says that “… the first thing I knew about war was also the truest, and maybe it’s as true for nations as for individuals: You can survive and not survive, both at the same time” [p.4].  Megan reflects that the US determination in the wake of the September 11 attacks to go out and ‘tame all the wilderness of the world’ was an instinctive response.  With the benefit of retrospect Megan surveyed the damage this folly has done to the US, to the affected nations in the Middle East and to her.  In the end she judged that September 11 was the beginning of a ‘disastrous reaction’.

The Quote “Every man in this village is a liar”

Megan realises that in the new reality of the war on terror, truth is no longer an absolute but the servant of political necessity.  In Pakistan someone said to Megan, “Every man in this village is a liar” [p.9].  She explains it as “… one of the world’s oldest logic problems … If he’s telling the truth, he’s lying.  If he’s lying, he’s telling the truth.  That was Afghanistan after September 11” [p.9].

Conflict in the Text

The text is primarily concerned with Megan’s encounters with violent military conflicts in the Middle East.  It does also deal with conflict on many levels.  Not only does it examine deadly force used by countries at war it also considers how people subjected to this invasion or assault live with the constant fear of arrest, torture or death.

Megan also contemplates her own survival of what covering these wars has done to her as a person.  In effect she documents the political and also moral price of the war on terror for America.  She speaks about ‘sacrifice’ in chapter 8 [p.96] in countries that have historical conflict that stretches back over centuries.  As a result Megan asserts that “Violence is a reprint of itself, an endless copy” [p.96].

Ways to Look at Conflict

Have a look carefully at this brilliant Conflict Flowchart to see what light it might shed for you on the ideas connected with the Context ‘Encountering Conflict’ and the text Every Man in this Village is a Liarconflict flow chart

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A Brief Analysis of This Boy’s Life by Tobias Wolff

This Boy's Life : Bloomsbury Paperbacks Ser. - Tobias Wolff

Tobias Wolff is the Narrator and Protagonist of This Boy’s Life

In This Boy’s Life Tobias Wolff the author, is an adult reflecting back on his rough upbringing.  His narrator and protagonist Toby Wolff recounts his life with three abusive fathers and an impulsive mother.  At a young age Toby decides to call himself Jack which represents a type of alter ego he builds for himself as he invents ways to escape from the grim reality of the life the adults around him have constructed.  His life is filled with domestic violence, alcohol abuse, criminal activity, bullying and emotional neglect.

The Significance of one of the Quotes at the Beginning of the Book

Before we read the memoir This Boy’s Life, the author Tobias Wolff presents us with a quote from Oscar Wilde: “The first duty in life is to assume a pose.  What the second is, no one has yet discovered”.  It is clear from the beginning of the book the author has made the issue of identity and the struggle to attain a certain type of identity a major component in this memoir.

This Boy’s Life is a Story of Two Boys

As we read further into the book, the protagonist Toby Wolff struggles to find an identity by assuming various characteristics he thinks those around him will admire.  In fact This Boy’s Life is really the story about two boys, Toby and Jack.  Toby is an ‘A’ grade student, a boy deeply concerned about the world’s esteem, a loyal support to his mother, destined for Princeton like his brother Geoffrey.  Jack, on the other hand, is a liar, a thief and violent.  Both boys are versions of the same boy, a dreamer constantly searching for his identity, but never belonging to the world he craves.  His alter ego is “the splendid phantom who carries all [his] hopes” of fleeing the harsh environment of his horrific childhood.

Breaking Down an Essay Prompt on This Boy’s Life

Let’s look at breaking down an Essay Prompt on This Boy’s Life using the TEEL structure for Expository Essays.  We begin with a Draft Introduction that contains the Main Contention and Topic Sentences that will form our Body Paragraphs and finish with a Draft Conclusion.  Remember that the body paragraphs are not complete in this draft essay but are simply a starting point to build on for the rest of the essay.

Here’s the Prompt:

“We were ourselves again – restless, scheming, poised for flight” (p.221)  Explain what Toby means by the statement.

Draft Introduction

On the surface, This Boy’s Life seems bleak and pessimistic and the hardships faced by Jack and Rosemary certainly test their resilience.  Yet Jack and Rosemary are dreamers in constant search of changing their circumstances.  Rosemary confidently strives to better her situation and seeks change from a characteristic need to be unconventional.  Jack, however, is forced into an imaginary life to cope with a reality that is too grim to bear.  The quote appears late in “The Amen Corner” when Rosemary has landed a job in Seattle and a woman she knew has offered to put her up instead of renting.  This means Rosemary can leave her abusive marriage to Dwight and look forward to a future based on her capabilities.  For Jack he had just applied and won a scholarship to the elite Hill College, all based on a total fabrication of his talent and suitability to that life.  Together they are ready for a new life using their survival strategies to demonstrate a hope of eventual triumph over adversity.

Draft Body Paragraph 1

Topic Sentence = Jack and Rosemary are dreamers looking for a brighter future which bonds the two of them together.

Evidence = “I was caught up in my mother’s freedom, her delight in freedom, her dream of transformation”.

Explanation = Jack relates the powerful influence of his mother on his character.  Unfortunately, Rosemary’s unconventional search for freedom and fulfilment has had serious consequences for Jack.  Rosemary has moved through three abusive marriages and is not able to support Jack properly.  All her abusive husbands put Jack into vulnerable situations and none of them are responsible enough to stop Jack’s bad behaviour.

Draft Body Paragraph 2

Topic Sentence = Jack believes in his invented world to cope with a reality that is too grim to bear.

Evidence = “I believed that in some sense not factually verifiable I was a straight-A student”. In the same way Jack believed that he was “… an Eagle Scout, and powerful swimmer, and a boy of integrity”.

Explanation = Jack’s imagination helps him construct successful versions of himself which often verge on fantasy.  His application to the elite school Hill is an example of his belief in his fabrication of his true self.  The truth according to Jack was “… known only to me, but I believed it more than I believed the facts arrayed against it”.  Jack’s alter ego carries his hopes of fleeing his horrific childhood and of belonging to a world of stability, capability and convention.

Draft Body Paragraph 3

Topic Sentence = Both Rosemary and Jack are excited and alive at the prospect of change but the truth is both fraught with one disaster after another disaster with them always on the verge of “flight” from the bad situations they find themselves in.

Evidence = After three marriages Rosemary learns that staying away from Jack’s father was sensible not living with him “I’d be a fool if I did”.  Jack sees the Army provides his craved-for stability and regularity.  “It was good to find myself back in the clear life of uniforms and ranks and weapons”.

Explanation = Both Rosemary and Jack learn from their bitter experiences that the optimism and freshness of being “still half-created, being green in life” exacts a high price in terms of comfort, security and integrity.

Draft Conclusion

Although the prospect of change is a necessary aspect of the lives of Rosemary and Jack, its origins are steeped in negativity rather than any true creativity.  For both the need to act on bad circumstances becomes so familiar it fashions the ideas of their own identities.  Yet they continue as dreamers in a constant search of personal freedom and fulfilment.   Together they refuse to be defined by their circumstances despite all the evidence to the contrary.

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Metalanguage for Drama and Plays

Plays have Some Special Features

Although many features of drama are similar to those of other narrative fiction genres, plays have some special features, most of which are directly related to the fact that a play is intended to be heard and seen as a live performance.  As drama is spoken, there is no narrative voice to describe places and characters or to explain characters’ thoughts and motives.  With the aid of stage directions, the dialogue has to create the characters and the context for the narrative, generate the narrative momentum and generally fill the audience in with background information.

Elements of Drama

Many students will be familiar with drama associated with news and programs on television that have heightened emotions, extremely intense situations, unpredictable and even horrific outcomes.  Most of these elements of drama are found in great tragedies in movies and stage drama like the works of William Shakespeare.  Elements found in tragedies include conflict, suspense, distress, pain and suffering.  Comedies, on the other hand set up conflicts of a different order, they are often based on misunderstandings between characters and fraught relationships.

Metalanguage [the language to describe language devices]

When you look at metalanguage for drama and plays there are some specific terms that are distinctly different from narrative texts.  However, many terms can be interchangeable with drama to create the appropriate meaning in the context of the drama or play being performed.

Below is a list of Metalanguage for Drama & Plays

The list incorporates other terms from narratives that you can consider when describing significant moments in a play that you are studying.

Metalanguage for Drama & Plays

Word

Definition

Act The major sections into which plays are divided.  Each act includes several scenes.
Allegory Story in which there are 2 meanings, a literal meaning and a symbolic representation of the story.
Alliteration Repeating the initial consonant sounds of words close together to achieve an effect.
Allusion A reference to a famous figure or an event from literature, history or mythology.
Analogy A comparison to things that are very alike.
Antagonist A character opposite to the protagonist (main character).
Aside A short speech that a character gives directly to the audience.  Other characters remain on stage but it is understood by the audience that they cannot hear the aside.
Caricature Exaggerated description of a person.
Context Environment and situations surrounding the text.
Chorus A group of actors in Greek tragedy who are not characters in the play.  They speak between acts and comment on the morality of the characters’ actions and decisions.
Dialogue Anything said by one character to another character.  A play is written in dialogue.
Drama A work intended for performance on stage by actors.  Most drama is divided into the genres of tragedy or comedy.
Denouement The unraveling of a plot.
Dramatic irony Irony understood by the audience but not the characters in the play.
Epilogue Closing part of a speech or play.
Epitaph Statement carved on a tombstone that sums up a person’s life.
Eulogy Speech at a funeral.
Euphemism Indirect way of saying something that is unpleasant.
Fable A short story that has a lesson in life.
Flashback Device used by writers and film makers to return to events in the past.
Imagery Pictures created with words.
Irony Literal meaning is different from intended meaning.
Melodrama Play based on exaggerated or sensational part of a story.
Metaphor Figure of speech comparing one object with another.
Mise en scene Stage or film setting with all the elements that form the scene.
Monologue A part of a drama in which a single actor speaks alone.
Paradox A statement that appears to contradict itself but has some element of truth to it for example beautiful tyrant.
Personification A type of metaphor in which objects or animals are given human characteristics.
Plot Sequence of events in a text and play that tells the story.
Playwright The writer of the play.
Prologue Introduction to a play.
Protagonist The main character.
Repetition Repeating words over again for effect.
Scene Smaller sections into which the play is divided within each act.
Set Backdrops, furniture and props on the stage used to set the scene.
Setting Time and place in which the action occurs.
Soliloquy A speech made by a character when alone on stage.  Soliloquies let the audience know what the character is thinking and feeling.
Stage directions Made by the Director to help create meaning and establish settings and sound effects for the audience to follow.
Symbol Something used to represent something else.
Theme Central idea or issue behind the text or drama.
Tragedy Drama that tells of serious events that end with disastrous consequences.
Tragic hero Main character who suffers a down fall due to defeat or weakness in their character.

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‘Night’ by Elie Wiesel

Night

This resource is for students in Year 11 studying the Victorian Mainstream English Curriculum, AOS1, Unit 1, Reading & Creating Texts.

Context of Night by Elie Wiesel

Night is Elie Wiesel’s masterpiece autobiographical account of surviving the Holocaust while a young teenager.  It is a candid, horrific and deeply saddening piece of Holocaust literature.  Set in a series of German concentration camps, Night offers much more than a litany of the daily terrors.  It records the unspeakable yet commonplace occurrences, the everyday perversion and rampant inhumanity, of life inside a death camp.  At times, it is a painful memoir to read but it does eloquently address what the Holocaust was, what it meant, and what its legacy is and will be.

Elie Wiesel records his own terrifying personal experiences of the Nazi death camp horror through his narrator Eliezer.  Night traces Eliezer’s journey as a young Jewish boy who agonizingly witnesses the death of his family, the death of his innocence and the death of his God.  While Eliezer parallels Elie Wiesel’s own biography and is intensely personal, it also is representative of the experiences of hundreds of thousands of Jewish teenagers during the Holocaust.  Night awakens the shocking memory of evil at its absolute and carries with it the unforgettable message that this horror must never be allowed to happen again.

Each chapter raises questions that have haunted the world since Hitler’s rise: How could the world allow such a staggering number of innocents to be persecuted and executed? Why does one man survive when his body, mind and spirit are brutalized for months, even years, when his neighbour, or father, does not?

Year 11 AOS1: Reading & Creating Texts

Non-Fiction Narrative such as Night by Elie Wiesel

Area of Study 1 in Year 11 focuses on reading and understanding narrative texts, then responding to them analytically.  The chosen text, such as Night by Elie Wiesel, explores a range of experiences and offers interesting insights into human experience and human condition.  Texts such as this help us to reflect on how individuals respond to challenge and adversity, what they value, what gives them hope and why they behave the way they do.  The ‘why’ is the most interesting question for students to explore.

Types of Non-Fiction Narratives such as Night by Elie Wiesel

Biography, autobiography and memoirs are popular forms of book-length non-fiction narratives.  They tell a story, the story of someone’s personal experience.  These texts share many of the structural features of other narrative genres, for example, they usually have a climax and some sense of resolution.  Biographies, autobiographies and memoirs give us insights into the lives of others whose experiences are unique.  They can increase our understanding of many issues, human suffering and dilemmas.  They can present “the untold story” of someone who lives through a situation such as Elie Wiesel during the Holocaust, recount an unknown event that affected the course of history or simply bring us stories of courage, resilience and heroism.

Point of View and Selection of Events in a Biography, Autobiography and Memoirs

To a great extent these texts tell the ‘truth’.  They are accounts of real events happening to real people.  However, in any genre the writer selects what to include and what to leave out of the story, and this is no less the case for non-fiction narratives.  These texts often aim to be detached from their subject and are written from a certain perspective, evident in the information included and what is omitted.

For autobiographies and memoirs, that is first-hand or ‘eyewitness’ accounts, the writer will remember the facts from a particular point of view.  For example, the events of Night are narrated by Elie, a Holocaust victim.  If a bystander or an officer in the German army was to recount the same events, their recollections would no doubt be different. Therefore the author’s purpose in writing a non-fiction text, whether to give testimony, find answers, reveal a hidden story, can also affect the way in which he or she recalls or shapes the account.

In studying Night by Elie Wiesel it is important to identify the writer’s perspective on the people and events in the narrative.  This will help you appreciate the tone and style of the writing and understand why certain themes are explored and certain values are expressed.

Importance of Context and Setting

One way of understanding an author’s viewpoint in non-fiction narrative writing is to undertake research about the life and times of the subject.  Studying Night by Elie Wiesel you should research the author and the history of World War II,  Nazi Germany, concentration camps, lives of survivors of such camps and the social and political context in which the events took place.

Create a Timeline

Creating a timeline is also useful to record the significant events in the narrative along with the historical significance.  Annotating on the timeline any crises and turning points in the narrative, a climax and some sort of resolution as well.

Consider the Subjects – The People of Non-Fiction

Make a summary of the subjects, the people in the non-fiction.  List these important facts about them:

  1. Name
  2. Brief words about them
  3. Their appearance
  4. Most important relationship
  5. Most important thing that happens to them
  6. Key quotes, by them, to them, or about them
  7. Main function in the text
  8. Most important thing he or she contributes to our understanding of a main subject or theme

Themes and Values

Identify the central theme of the non-fiction text.  Develop some ‘big ideas’ related to the central theme by creating a concept map.  Identify values demonstrated in the text by making a summary of the following:

  1. Choose 5 people from the text, the main subject and four other significant individuals
  2. Based on what they say, think or do, summarise the views expressed by each
  3. Make a note of the consequences of their behaviour
  4. Does this show the writer’s approval or disapproval of their values, or of the values of their society?
  5. As Night is an autobiography, how does the writer judge his own actions, decisions and attitudes?

Identify the World View Illustrated in the Text

Ask yourself these questions about the world view illustrated in the text:

  1. ultimately hopeful or doomed?
  2. getting better or getting worse?
  3. a frightening place or a beautiful place?
  4. a place of abundance or dearth?
  5. a place of restrictions or of freedom?

Summarise your conclusions in a few sentences that include evidence from the text that supports your conclusions.  This is vital information that you need to write an analytical essay on the non-fiction text you are studying.

Metalanguage for Non-Fiction Narratives

Use metalanguage when writing about your particular texts that includes what is relevant to the subject, the point of view and the type of narrative.  Words to include in this list are

  • autobiography
  • biography
  • biographer
  • non-fiction
  • memoir
  • point of view
  • subject ie. the person or a set of events

Here is some Valuable Research on Night by Elie Wiesel to use for Analytical Text Responses

Use the following research to summarise your reading and understanding of the text to help you respond analytically in an essay.

Background on the Author Elie Wiesel

Elie Wiesel was born on September 30, 1928, in Sighet, a small town in Transylvania that was then part of Romania but became part of Hungary in 1940.  Wiesel’s Orthodox Jewish family was highly observant of Jewish tradition.  His father, Shlomo, a shopkeeper, was very involved with the Jewish community, which was confined to the Jewish section of town, called the shtetl.  As a child and teenager, Wiesel distinguished himself in the study of traditional Jewish texts: the Torah (the first five books of the Old Testament), the Talmud (codified oral law), and even, unusual for someone so young, the mystical texts of the Cabbala.

The Jews in Hungary During World War II

Until 1944, the Jews of Hungary were relatively unaffected by the catastrophe that was destroying the Jewish communities in other parts of Europe.  While anti-Jewish legislation was a common phenomenon in Hungary, the Holocaust itself did not reach Hungary until March 1944.  The German army occupied Hungary, installing a puppet government under Nazi control.  Adolf Eichmann, the executioner of the Final Solution, came to Hungary to oversee personally the destruction of Hungary’s Jews.  The Nazis operated with remarkable speed: in the spring of 1944, the Hungarian Jewish community, the only remaining large Jewish community in continental Europe, was deported to concentration camps in Germany and Poland.

Eventually, the Nazis murdered 560,000 Hungarian Jews, the overwhelming majority of the pre-war Jewish population in Hungary.  In Wiesel’s native Sighet, the disaster was even worse: of the 15,000 Jews in pre-war Sighet, only about fifty families survived the Holocaust.

Elie Wiesel’s Family Deported to Auschwitz in 1944

In May of 1944, when Wiesel was fifteen, his family and many inhabitants of the Sighet shtetl were deported to the Auschwitz concentration camp in Poland.  The largest and deadliest of the camps, Auschwitz was the site of more than 1,300,000 Jewish deaths. Wiesel’s father, mother, and sisters all died in the Holocaust.  Wiesel himself, the only survivor of his family, was liberated by the American Army in 1945.

Genre of Night

As an autobiography, Night is not a formal history, but rather a portrayal of a life and time from a limited point of view.  It is not a novel because the events and people portrayed really did exist.  The text is a mixture of testimony, deposition and emotional truth-telling which is similar to works in the memoir genre.  It is clear that Eliezer is meant to serve, to a great extent, as author Elie Wiesel’s stand-in and representative.  Minor details have been altered, but what happens to Eliezer is what happened to Wiesel himself during the Holocaust.  It is important to remember, however, that there is a difference between the persona of Night’s narrator, Eliezer, and that of Night’s author, Elie Wiesel.

Summary of the Narrative

Night is narrated by Eliezer, a Jewish teenager who, when the memoir begins, lives in his hometown of Sighet, in Hungarian Transylvania.  Eliezer studies the Torah (the first five books of the Old Testament) and the Cabbala (a doctrine of Jewish mysticism).  His instruction is cut short, however, when his teacher, Moshe the Beadle, is deported.  In a few months, Moshe returns, telling a horrifying tale: the Gestapo (the German secret police force) took charge of his train, led everyone into the woods, and systematically butchered them.  Nobody believes Moshe, who is taken for a lunatic.

In the spring of 1944, the Nazis occupy Hungary.  Not long afterward, a series of increasingly repressive measures are passed, and the Jews of Eliezer’s town are forced into small ghettos within Sighet.  Soon they are herded onto cattle cars, and a nightmarish journey ensues.  After days and nights crammed into the car, exhausted and near starvation, the passengers arrive at Birkenau, the gateway to Auschwitz.

Upon his arrival in Birkenau, Eliezer and his father are separated from his mother and sisters, whom they never see again.  In the first of many “selections” that Eliezer describes in the memoir, the Jews are evaluated to determine whether they should be killed immediately or put to work.  Eliezer and his father seem to pass the evaluation, but before they are brought to the prisoners’ barracks, they stumble upon the open-pit furnaces where the Nazis are burning babies by the truckload.

The Jewish arrivals are stripped, shaved, disinfected, and treated with almost unimaginable cruelty.  Eventually, their captors march them from Birkenau to the main camp, Auschwitz.  They eventually arrive in Buna, a work camp, where Eliezer is put to work in an electrical-fittings factory.  Under slave-labour conditions, severely malnourished and decimated by the frequent “selections,” the Jews take solace in caring for each other, in religion, and in Zionism, a movement favouring the establishment of a Jewish state in Palestine considered the holy land.  In the camp, the Jews are subject to beatings and repeated humiliations.  A vicious foreman forces Eliezer to give him his gold tooth, which is prized out of his mouth with a rusty spoon.

The prisoners are forced to watch the hanging of fellow prisoners in the camp courtyard.  On one occasion, the Gestapo even hang a small child who had been associated with some rebels within Buna.  Due to the horrific conditions in the camps and the ever-present danger of death, many of the prisoners themselves begin to slide into cruelty, concerned only with personal survival.  Sons begin to abandon and abuse their fathers.  Eliezer himself begins to lose his humanity and his faith, both in God and in the people around him.

After months in the camp, Eliezer undergoes an operation for a foot injury.  While he is in the infirmary, however, the Nazis decide to evacuate the camp because the Russians are advancing and are on the verge of liberating Buna.  In the middle of a snowstorm, the prisoners begin a death march: they are forced to run for more than fifty miles to the Gleiwitz concentration camp.  Many die of exposure to the harsh weather and exhaustion.

At Gleiwitz, the prisoners are herded into cattle cars once again.  They begin another deadly journey: one hundred Jews board the car, but only twelve remain alive when the train reaches the concentration camp Buchenwald.  Throughout the ordeal, Eliezer and his father help each other to survive by means of mutual support and concern.  In Buchenwald, however, Eliezer’s father dies of dysentery and physical abuse.  Eliezer survives, an empty shell of a man until April 11, 1945, the day that the American army liberates the camp.

The Importance of “Night” as a Symbol

The Bible begins with God’s creation of the earth “without form and void; and darkness [is] upon the face of the deep” (Genesis 1:2 New International Version).  God’s first act is to create light and dispel this darkness.  Darkness and night therefore symbolise a world without God’s presence.

In Night, Wiesel exploits this allusion.  Night always occurs when suffering is at its worst and its presence reflects Eliezer’s belief that he lives in a world without God.  The falling of night is used by Wiesel to create an atmosphere of darkness, a back drop against which to describe danger and suffering, fear, loss of hope, loss of faith and loss of life.

The imagery of night is repeated throughout the book to help us visualise and make sense of the sketches.  Eliezer notes the time of day as the worst things happen at night.  This backdrops the association that Wiesel experienced during his time in the camps.  It also conjures up dreams and nightmares of the psychological journey Wiesel went through.

The first time Eliezer mentions that night fell when his father is interrupted while telling stories and they are informed about the deportation of the Jews in Sighet.  Similarly it is night when Eliezer first arrives at Birkenau/Auschwitz and it is night, specifically “pitch darkness”, when the prisoners begin their horrible run from Buna.  It was at night that Eliezer’s faith is utterly destroyed and he can never forget the horror of that night.

One of the Most Notable Quotes

(Page xix in ‘The Foreword’ Modern Penguin Classics Version 2006)

“Never shall I forget that night, the first night in camp, which has turned my life into one long night, seven times cursed and seven times sealed.

Never shall I forget that smoke.

Never shall I forget the little faces of the children, whose bodies I saw turned into wreaths of smoke beneath a silent blue sky.

Never shall I forget those flames which consumed my faith forever.

Never shall I forget that nocturnal silence which deprived me, for all eternity, of the desire to live.

Never shall I forget those moments which murdered my God and my soul and turned my dreams to dust.

Never shall I forget these things, even if I am condemned to live as long as God Himself.

Never.”

 It is perhaps Night’s most famous passage, notable because it is one of the few moments in the memoir where Eliezer breaks out of the continuous narrative stream with which he tells his tale.  As he reflects upon his horrendous first night in the concentration camp and its lasting effect on his life, Wiesel introduces the theme of Eliezer’s spiritual crisis and his loss of faith in God.  Both the form and content of this passage reflect the inversion of Eliezer’s faith and the morality of the world around him.  Everything he once believed has been turned upside down.  Eliezer claims that his faith is utterly destroyed, yet at the same time says that he will never forget these things even if he “live[s] as long as God Himself.”

Significance of the Final Passage of Night

“One day I was able to get up, after gathering all my strength. I wanted to see myself in the mirror hanging on the opposite wall. I had not seen myself since the ghetto.  From the depths of the mirror, a corpse gazed back at me.  The look in his eyes, as they stared into mine, has never left me.” (p.115)

This is the final passage of Night, Eliezer’s final statement about the effect the Holocaust has had on him.  Eliezer implies that even though he has survived the war physically, he is essentially dead, his soul killed by the suffering he witnessed and endured.  Yet, when Eliezer says, “the look in his eyes, as he stared into mine,” he implies a separation between himself and the corpse.  His language, too, indicates a fundamental separation between his sense of self and his identity as a Holocaust victim, as if he has become two distinct beings.  The corpse-image reminds him how much he has suffered and how much of himself, his faith in God, his innocence, his faith in mankind, his father, his mother, his sister, has been killed in the camps.  At the same time, he manages to separate himself from this empty shell.

The image of the corpse will always stay with him, but he has found a sense of identity that will endure beyond the Holocaust.  As dark as this passage is, its message is partially hopeful.  Eliezer survives beyond the horrible suffering he endured by separating himself from it, casting it aside so he can remember, but not continue to feel, the horror.

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